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Scratch in Formal Education settings

Keynote address by Shuchi Grover on July 27, 2013, at the Scratch: Connecting Worlds conference in Barcelona (http://www.scratch2013bcn.org/). Contact shuchig[at]stanford.dot.edu for more details.

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on 20 January 2014

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Transcript of Scratch in Formal Education settings

Scratch for Programming & Computational Thinking in K-12
The mere use of Scratch motivates!

Choice & Creativity
Ensure that the curriculum includes activities and Scratch projects based on student choice

Computing Education
Situate the learning in the broader context of CS
Designers and developers of curriculum, instruction and assessment that aims to promote problem-solving and metacognition should use modeling and feedback techniques that highlight the processes of thinking rather than focusing exclusively on the products or programming artifacts. Focusing on the product alone can be misleading as evidenced in Brennan & Resnick (2012); Meenbaum-Salant, Armoni & Ben-Ari, (2010) and is also ill-advised (Pea and Kurland, 1984)

Teaching for Deeper, Conceptual Learning
Scaffold the learning process through guided inquiry
Ensure that the curriculum leverages the social.

Show & Share
Opportunities to
share so others can play their games or other artifacts
show and TELL how they created something

Intentional Learning
refers to cognitive processes that have
learning as a goal rather than an incidental outcome
Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 361-392.
Remix with Care!
Ensure that the curriculum gives room to explore through guided inquiry
CS is about concepts and practices, not so much the tools

"Teaching Scratch" vs
"Teaching Computational Thinking (or CS) through Scratch"
Frequent & Diverse
Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. (2011). Habits of programming in scratch.
Common "Targets of Difficulty"
He Says
Informal Learning
social participatory learning,
agency, and
Socio-cultural Perspectives
learning takes place as individuals participate in the practices of a community, using the tools, language, and other cultural artifacts of the community
Incidental Learning
What exactly are learners taking away?

What exactly are they understanding?
Shuchi Grover
Stanford University
Thank You!
Citilab, Barcelona, 07.27.2013

Exploring Computer Science (Computer Science Equity Alliance, 2011)
Formative Assessments
Explanatory feedback
Foster good habits of programming
Code Tracing & Debugging
Problems and projects drive the depth of the
computational experience
Foster "computational discourse"
Grover, S., & Pea, R. (2013). Using a discourse-intensive pedagogy and android's app inventor for introducing computational concepts to middle school students. SIGCSE, ACM.
Full transcript